EFFECTIVE LEARNING ENVIRONMENTS

EFFECTIVE LEARNING ENVIRONMENTS

1. WHAT IS AN EFFECTIVE LEARNING ENVIRONMENT?

   • CLASSROOM MANAGEMENT: strategies for effective learning environments; preventing and responding to misbehavior also, using class time well, creating an atmosphere conducive to interest and inquiry, and permitting activities that engage students’ minds and imaginations
   • DISCIPLINE: methods used to prevent behavior problems or to respond to existing behavior problems to reduce their occurrence in the future

2. WHAT ARE SOME STRATEGIES FOR MANAGING FOR ROUTINE MISBEHAVIOR

   • PRINCIPLE OF LEAST INTERVENTION: 7 STEP RULE
     • PREVENTION
     • NONVERBAL CUES
     • PRAISE FOR CORRECT BEHAVIOR
     • PRAISE FOR OTHERS
     • VERBAL REMINDERS
     • REPEATED REMINDERS
     • CONSEQUENCES

3. WHAT PRACTICES CONTRIBUTE EFFECTIVE CLASSROOM MANAGEMENT?

   • STARTING THE YEAR RIGHT WITH EFFECTIVE MANAGERS
   • SETTING CLASSROOM RULES

4. WHAT IS THE IMPACT OF TIME ON LEARNING?

   • Available instructional time is called ALLOCATED TIME , the time during which students have an opportunity to learn
     • PREVENTING LOST TIME
     • PREVENTING LATE STARTS & EARLY FINISHERS
     • PREVENTING INTERRPUTIONS
     • HANDLING ROUTINE PROCEDURES
     • MAINTAINING RAPID PACE
     • MINIMIZE TIME SPENT ON DISCIPLINE
   • USE ENGAGED TIME EFFECCTIVELY
     • ENGAGED LESSONS
     • MANAGED TRANSITIONS
     • MANAGING GROUP FOCUS DURING LESSONS/SEATWORK
     • OVERLAPPING: ability to attend to interruptions/behavior problems while continuing a lesson or activity
   • OVERDOING TIME ON TASK: increasing time on task in classrooms where students were already reasonably well behaved did not increase student achievement
   • CLASSROOM MANAGEMENT-STUDENT CENTERED

5. HOW IS APPLIED BEHAVIOR ANALYSIS USED TO MANAGE MORE SERIOUS BEHAVIOR PROBLEMS?

   • TEACHER'S ATTENTION
   • PEER ATTENTION
   • RELEASE FROM UNPLEASANT STATES/ACTIVITIES
   • PRINCIPLES
     • IDENTIFY BEHAVIOR & REINFORCERS
     • BASELINE
     • REINFORCER/CRITERA FOR REINFORCER
     • PUNISHER/CRITERIA FOR PUNISHMENT
     • OBSERVE/COMPARE TO BASELINE
     • REDUCE FREQUENCY IF PROGRAM WORKING
   • ETHICS OF BEHAVIORAL METHODS
     • Should be instituted only when it is clear that preventive or informal methods of improving classroom management are not enough to create a positive environment for learning.

6. HOW CAN SERIOUS PROBLEMS BE PREVENTED?

   • PREVENTIVE PROGRAMS
   • IDENTIFYING CUASES MISBEHAVIORS
   • ENFORCING RULES/PRACTICES
   • ENFORCING SCHOOL ATTENDANCE
   • PRACTICING INTERVENTION
   • REQUEST FAMILY INVOLVEMENT
   • USE PEER MEDIATION
   • CONFRONT BULLYING
   • JUDICIOUSLY APPLY CONSEQUENCES